Abstract
This article reports on a post hoc study using a randomised controlled trial with 31,842 students in the Netherlands and an instrument consisting of 21 paired problems. The trial showed a variability in the differences of students’ results in solving contextual mathematical problems with either a descriptive or a depictive representation of the problem situation. In this study the relation between this variability and two task characteristics is investigated: (1) complexity of the task representation; and (2) the content domain of the task. We found indications that differences in performance on descriptive and depictive representations of the problem situation are related to the content domain of the problems. One of the tentative conclusions is that for depicted problems in the domain of measurement and geometry the inferential step from representation of the problem situation to the mathematical problem to be solved is smaller than for word problems.
| Original language | English |
|---|---|
| Pages (from-to) | 37-52 |
| Journal | Research in Mathematics Education |
| Volume | 20 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 27 Feb 2018 |
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Keywords
- contextual mathematics problem
- task characteristics
- word problem
Cite this
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Word problems versus image-rich problems : an analysis of effects of task characteristics on students’ performance on contextual mathematics problems. / Hoogland, Kees; Pepin, Birgit; de Koning, Jaap; Bakker, Arthur; Gravemeijer, Koeno.
In: Research in Mathematics Education, Vol. 20, No. 1, 27.02.2018, p. 37-52.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Word problems versus image-rich problems
T2 - an analysis of effects of task characteristics on students’ performance on contextual mathematics problems
AU - Hoogland, Kees
AU - Pepin, Birgit
AU - de Koning, Jaap
AU - Bakker, Arthur
AU - Gravemeijer, Koeno
PY - 2018/2/27
Y1 - 2018/2/27
N2 - This article reports on a post hoc study using a randomised controlled trial with 31,842 students in the Netherlands and an instrument consisting of 21 paired problems. The trial showed a variability in the differences of students’ results in solving contextual mathematical problems with either a descriptive or a depictive representation of the problem situation. In this study the relation between this variability and two task characteristics is investigated: (1) complexity of the task representation; and (2) the content domain of the task. We found indications that differences in performance on descriptive and depictive representations of the problem situation are related to the content domain of the problems. One of the tentative conclusions is that for depicted problems in the domain of measurement and geometry the inferential step from representation of the problem situation to the mathematical problem to be solved is smaller than for word problems.
AB - This article reports on a post hoc study using a randomised controlled trial with 31,842 students in the Netherlands and an instrument consisting of 21 paired problems. The trial showed a variability in the differences of students’ results in solving contextual mathematical problems with either a descriptive or a depictive representation of the problem situation. In this study the relation between this variability and two task characteristics is investigated: (1) complexity of the task representation; and (2) the content domain of the task. We found indications that differences in performance on descriptive and depictive representations of the problem situation are related to the content domain of the problems. One of the tentative conclusions is that for depicted problems in the domain of measurement and geometry the inferential step from representation of the problem situation to the mathematical problem to be solved is smaller than for word problems.
KW - contextual mathematics problem
KW - task characteristics
KW - word problem
UR - http://www.scopus.com/inward/record.url?scp=85042927619&partnerID=8YFLogxK
U2 - 10.1080/14794802.2017.1413414
DO - 10.1080/14794802.2017.1413414
M3 - Article
VL - 20
SP - 37
EP - 52
JO - Research in Mathematics Education
JF - Research in Mathematics Education
SN - 1479-4802
IS - 1
ER -